Abedi, J. 2002. Assessment and accommodations of English language learners: Issues, concerns, and recommendations. Journal of School Improvement 3(1): 83-89.
Antunez, B. (2003). Assessing English language learners in the Great City Schools. Washington, DC: Council of the Great City Schools.
Cardenas J.A., & Cardenas B. (1977). The theory of incompatibilities: A conceptual framework for responding to the educational needs of Mexican American children. San Antonio, TX: Intercultural Development Research Association.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Buffalo, NY: Multilingual Matters.
Darling-Hammond, L. (2007). Evaluating 'No Child Left Behind.' The Nation, May 2.
Hardy, L. (2012). The Costs of Immigration. American School Board Journal,199(4), 23-25.
Honigsfeld, A., & Giouroukakis, V. (2011). High-Stakes Assessments and English Language Learners. Delta Kappa Gamma Bulletin, 77(4), 6-10.
Nichols, S. L., & Berliner, D. C. (2008). Testing the Joy Out of Learning.Educational Leadership, 65(6), 14-18.
No Child Left Behind Act (2001). Public Law 107-110. Washington, DC: U.S. Congress.
Pappamihiel, N., & Walser, T. M. (2009). English Language Learners and Complexity Theory: Why Current Accountability Systems Do Not Measure Up. Educational Forum, 73(2), 133-140.
Rosa, M. (2011). Understanding the perceptions of high school leaders about English language learners (ELLs) in California: a mixed methods study to understand the influence of language and culture in the mathematics learning. Educational Research (2141-5161), 2(13), 1847-1867.
Abedi, J. 2002. Assessment and accommodations of English language learners: Issues, concerns, and recommendations. Journal of School Improvement 3(1): 83-89.
Antunez, B. (2003). Assessing English language learners in the Great City Schools. Washington, DC: Council of the Great City Schools.
Cardenas J.A., & Cardenas B. (1977). The theory of incompatibilities: A conceptual framework for responding to the educational needs of Mexican American children. San Antonio, TX: Intercultural Development Research Association.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Buffalo, NY: Multilingual Matters.
Darling-Hammond, L. (2007). Evaluating 'No Child Left Behind.' The Nation, May 2.
Hardy, L. (2012). The Costs of Immigration. American School Board Journal,199(4), 23-25.
Honigsfeld, A., & Giouroukakis, V. (2011). High-Stakes Assessments and English Language Learners. Delta Kappa Gamma Bulletin, 77(4), 6-10.
Nichols, S. L., & Berliner, D. C. (2008). Testing the Joy Out of Learning.Educational Leadership, 65(6), 14-18.
No Child Left Behind Act (2001). Public Law 107-110. Washington, DC: U.S. Congress.
Pappamihiel, N., & Walser, T. M. (2009). English Language Learners and Complexity Theory: Why Current Accountability Systems Do Not Measure Up. Educational Forum, 73(2), 133-140.
Rosa, M. (2011). Understanding the perceptions of high school leaders about English language learners (ELLs) in California: a mixed methods study to understand the influence of language and culture in the mathematics learning. Educational Research (2141-5161), 2(13), 1847-1867.
U.S. Department of Education, 2006. Secretary Spellings announces final limited English proficiency regulations. Washington, DC: Author. Available at:www.ed.gov/news/pressreleases/2006/09/09132006a.html.